Given that youth mental health is associated with their success in school and in life more broadly, it is important that school-based psychological service providers embrace best-practice prevention and intervention strategies that target mental health when working with student populations. One line of study in this area has begun exploring the incorporation of a dual-factor model of mental health within universal screening systems in schools. The dual-factor model is differentiated from the traditional unidimensional mental health model, which focuses on the presence or absence of psychopathology, by conceptualizing mental health alternatively as consisting of both psychopathology and wellbeing dimensions. The present study involved the preliminary development and validation of the Student Wellbeing Teacher-Report Scales (SWTRS)a pair of brief behavior rating scales intended to function as screening tools for measuring two indicators of the wellbeing dimension of youths mental health at school: feeling good and functioning well. Specifically, the study involved drafting pilot items for the SWTRS and explored their latent factor structure, concurrent validity with school-related outcomes (i.e., attendance, academic achievement, and time on-task), as well as concurrent and incremental validity in comparison with psychopathology screeners. Results suggested that the SWTRS items may better represent two context-specific indicators of youths wellbeingacademic engagement and prosocial behaviorrather than the hypothesized feeling good and functioning well dimensions. The SWTRS also demonstrated incremental validity and were uniformly stronger predictors of all school-related concurrent outcomes compared to the psychopathology scales. Implications for theory and future research are discussed.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-10202016-132758 |
| Date | 09 November 2016 |
| Creators | Roberson, Anthony Joseph |
| Contributors | Long, Anna, Renshaw, Tyler, Noell, George |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-10202016-132758/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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